Muriuki Njonjo (Class of 2017): Giving back through leadership and empathy
My goal in life has always been to be the very best version of myself that I can be. From the time I joined the Aga Khan Academy Mombasa for my International Baccalaureate (IB) Diploma Programme to when I graduated, that was the greatest period of personal growth in my life. The Academy changed my way of thinking, my way of doing things and informed my purpose in life.
Through a strong emphasis on the intrinsic value of education, the Academy had a lasting impact on me. I remember fondly living in residences which undoubtedly prepared me for living away from home in university. Residential life helped form bonds of friendship that I can confidently say will last a lifetime. The wisdom of dorm parents like Mr. Dudi and Mr. Prashant always helped me get through the rough tides of the IB Diploma Programme, and their words are still very much applicable to my daily life today.
In many ways, the Academy added great intrinsic value to me. However, there was more to that. The Academy demands of all its students a contribution. We lived in a space where we all felt we had to bring something to the table to the benefit of the larger community. It was in this sense of collective responsibility that I found my niche as an active member of the AKA Mombasa community. I was privileged to serve the Student Council as Secretary of the Finance Committee, a role that made me a steward of the student body’s finances. Alongside my committee, I approved the allocation of roughly US$1000 towards various service projects organised by students which had an impact on the local Mombasa community. The importance of giving back and empowering the less fortunate is built into the very fabric of the Academy’s mission and that helped me develop a profound sense of empathy.
I had the opportunity to establish a service club known as the Leo Club with the help of the local Lions Club. We went ahead to raise money for corneal transplants. With the help of my mentors Adnan and Aalia Visram, I co-founded the Academy’s first ever TEDxYouth event with my friend Preyansh Kaushik. Through TEDx we provided an incredible platform for members of our AKA Mombasa community to share their unique perspectives with millions of people across the world. TEDxYouth@AKAMombasa remains one of my proudest achievements at the Academy. Alongside my friend Inaara Savani and the constant guidance and support of Ms Alex Holland, I organised a workshop for Year 9 students on the Syrian refugee crisis. This opportunity eventually led me to Uganda in the Summer of 2016, where I volunteered as an English teacher at the Kyangwali Refugee Settlement. I was also honoured to be the Finance Executive of the CanCare club which organises the Academy’s annual blood drive. All these incredible opportunities have taught me valuable skills and have made me a driven person. Of course, all this would not have been possible without the support of my peers and faculty members.
One cannot speak about their time at the Academy without mentioning the rigorous academics geared towards creating critical, analytical and reflective thinkers. It’s through Mr. Vlad’s classes that I discovered my passion for politics because of the power it has to effect change in everyone’s lives. The strength of the curriculum and the way the teachers delivered it definitely prepared me for university workload. This combined with the numerous opportunities to get involved afforded to me ultimately won me a full scholarship to the University of Waterloo in Canada where I am currently majoring in political science and financial economics with Honours.
I still carry the spirit of AKA Mombasa with me. Since joining Waterloo, I have been involved in the organisation of the annual TEDx event, I have delivered a start-up pitch for funding at Velocity, the world’s largest free business incubator, and I have been privileged to join the first incorporated blockchain community management firm in North America as the Head of Public Relations. For now, I will continue to do what the Academy taught me to do best: contribute to my community and live out my potential in my truest self. In future I hope to go back home to Kenya and use my education and skills to help make a difference in people’s lives. Until then, I continue to live in a permanent space of gratitude for the person I am today, which I owe to the Aga Khan Academy Mombasa.
IB MYP – service
This film by the International Baccalaureate highlights the impact being made by students from the Aga Khan Academy Hyderabad through a service initiative at a local government school.
Community Links
The vision set out by His Highness the Aga Khan is for each Academy to become an integral part of the greater community in which it resides. This value applies not only to the students but also to the teachers at each of the Academies.
This focus comes into play at the admissions stage where potential students are chosen not only for their thirst for knowledge and intellectual merit, but also for having a high level of social awareness. This includes the desire to work towards, and instigate, positive change and the potential for leadership in community service.
Community service plays a large part in each of the levels of education offered at the Academies, which in turn allows for graduates that are civic minded. In choosing the sites for each school, special attention is paid to not only what the area can offer the students but also what the Academy can offer the community.
While supporting students in developing an understanding of global issues, the Academies’ educational programmes also reflect great sensitivity to local languages, history, cultures and environment. Each school is committed to inspiring and empowering students to use their gifts for the betterment of humanity.
Creativity, activity, service
In choosing the International Baccalaureate programme, the Aga Khan Academies chose to incorporate the creativity, activity, service (CAS) component.
This integral programme is designed to create global citizens through active participation in and reflection upon experiences gained through a variety of creative endeavours, physical activities and community service projects.
Students develop a greater level of self-confidence, teamwork and leadership skills, and a sense of civic responsibility.They take part in sustainable projects that have real and lasting effects on the greater community. And they develop strength of character and an understanding of their ability to bring about change.
The CAS programme is valued for its power to transform not only the lives of students but also those with whom the students interact.
It also serves as a platform for interpersonal exchange, personal growth and greater understanding of the issues we face as a global community.
For more information of our CAS projects in action, visit our school websites.
Professional development outreach
Emphasis on community outreach and service is extended to the staff at each Academy as well, especially the teaching staff.
Each school will incorporate a Professional Development Centre (PDC), which will promote excellence in teaching on campus and strengthen the profession of teaching in the region as well.
"At the Academy, I feel part of a community. I am active in service projects that are making a real and lasting difference to people. I had no idea how important this would become for me."The Academy’s PDC supports excellence in teaching by promoting best practices in teaching and learning and by providing ongoing, collaborative training of Academy faculty as well as teachers and headteachers from neighbouring government, private and not-for-profit schools.
Faculty members are also enriched by opportunities to collaborate with colleagues across the globe and to teach abroad within the Aga Khan Academies network.
IB PYP parent orientation - 12pm, Saturday 11th August
Prospective parents are invited to come at 11am for tours of Junior School & interactions with leadership team. Current parents meet the teachers post lunch. Call 040 66291313 for queries!
International Exchanges
As the network of Aga Khan Academies becomes further established, we will offer our students the opportunity to broaden their experience through exchanges with other Academies.
The Aga Khan Academy Hyderabad includes an international exchange programme as part of the Senior School curriculum. This will provide our students with the opportunity to study for an extended period in another of the 18 Academies (planned or currently under development) in Africa, South and Central Asia, and the Middle East.
An inaugural programme took place in the 2018-19 academic year for grade 9 students at the Aga Khan Academy Mombasa and the Aga Khan Academy Hyderabad. The programme will grow over the coming years, drawing in more Academies as they open and giving students the opportunity to experience life in a range of different countries and cultures.
Campus life
Students from Hyderabad who participate in an exchange with another Academy will live in residential facilities in a secure campus setting.
Campus life is an important part of the international exchange programme. Many of the least tangible but most important elements of an education – the development of practical leadership skills, the capacity to make ethical judgments, the ability to navigate through complex cultural settings – are formed outside the classroom. Mealtimes and other informal gatherings offer opportunities for discussion, meetings, and study groups.
The exchange offers a structured programme of activities, both on and off-campus. This is designed to increase students’ understanding of their own and other cultural identities, to recognise different components of culture, to interact with the local community through service learning, and to reach a comparative understanding of the process of development in another country.
Benefits of study abroad
The International Baccalaureate programme is implemented through the medium of English at all Aga Khan Academies. The common curriculum will allow students to study abroad without facing uncertainties regarding compatibility of course study or examinations. Students will also learn to appreciate and respect other nationalities, cultures and intellectual traditions through direct contact with people in other countries. They will broaden their worldview and learn to be at ease in different cultural settings.
The exchange will increase students’ willingness and ability to collaborate across borders and cultures, as they form networks of friendships across the world. It will build the strength of character necessary for ethical and pluralistic leadership. Students will develop greater adaptability and resilience as they learn to overcome the challenges of living in a new cultural setting with local peers.
For further information on the educational programme offered at the Aga Khan Academy Hyderabad, please visit the Academic Programme page.
Middle Years Programme
The Senior School of the Aga Khan Academy Hyderabad is an authorised International Baccalaureate (IB) World School offering the Middle Years Programme (MYP).
We offer the IB Middle Years Programme for students in grades 6–10 as part of an integrated curriculum that includes the Primary Years Programme (grades 1–5) and the Diploma Programme (grades 11–12).
The MYP covers a study of the major disciplines, including:
- languages
- sciences
- literature
- social sciences
- mathematics
- arts
- technology
- physical education.
The five Aga Khan Curricular Strands, which are unique to the Aga Khan Academies, are integrated throughout the curriculum.
Learning through the MYP
Our MYP students are immersed in a challenging and enriching educational environment. We ensure that they master basic skills, develop the ability to analyse and think critically, and become computer literate. We also emphasise the development of self-discipline and good work habits.
The programme encourages students to reflect on their learning and make connections with real world issues. It also helps students develop an awareness of their thought processes and learning strategies, and of how they learn best.
The MYP includes a service component that makes students aware of community and global needs. We also ensure that each student has a strong leadership experience and receives grounding in ethics, which helps prepare them for future leadership roles.
The final performance of our MYP students is assessed by teams of teachers and is validated by the IB through a monitoring process that ensures the high standards of IB schools worldwide.
MYP – grade 10 equivalence
In January 2013, the Association of Indian Universities signed an agreement with the International Baccalaureate to equate the completion of the Middle Years Programme with grade 10 of an Indian board assessment. This agreement now allows students who complete the MYP to apply for admission for higher studies to any school in India.
For further information about applying to the MYP at the Academy, please see the admission requirements or contact us.
About the Academy
The Aga Khan Academy Maputo is the third in a network of Aga Khan Academies established by His Highness the Aga Khan. It follows the highly successful model established by the first two Academies, which opened in Mombasa, Kenya in 2003 and Hyderabad, India in 2011.
The Aga Khan Academy Maputo has been accredited as an International Baccalaureate (IB) World School for the Primary Years Programme, Middle Years Programme and Diploma Programme.
The Academy features state-of-the-art facilities, a multicultural student body, and an experienced team of educators and staff. We provide students with education of the highest standard in order to prepare them for lives characterised by leadership and service.
Admission to the Academy is means-blind and is based on merit. We consider all eligible students regardless of socio-economic status.
A culture of excellence
As with all the Aga Khan Academies, we are committed to excellence in all aspects of education. This commitment includes the academic curriculum as well as the campus where students live and learn.
Our campus is architect designed and is being purpose built. With state-of-the-art classrooms and resource areas, and extensive sports facilities, our campus will provide an inspiring environment for both students and staff.
At the Academy, we strive to create a balance between academic demands, sports, cultural activities and community life. We challenge our students to be intellectually inquisitive and socially conscious. We also encourage them to respect and appreciate other people’s cultures, social structures, values and beliefs.
A rigorous academic programme
The Aga Khan Academies' academic programme has been developed through the implementation of the widely-recognised International Baccalaureate. The programme is designed to challenge students of all backgrounds.
Our aims for our students include:
- promoting academic excellence
- enhancing analytical and study skills
- building leadership skills
- fostering an ethical outlook and sense of civic responsibility
- developing an understanding of global issues
- encouraging creativity.
Experienced local and international teachers lead our programmes. Faculty members are up-to-date with the best educational practices. They are committed both to their students’ learning and to their own continuing professional development.
Diploma Programme
The Aga Khan Academy Mombasa has been an International Baccalaureate (IB) World School since May 2005. We offer the IB Diploma Programme (DP) to students in the final two years of school (aged 16–19).
The Diploma Programme is a demanding, pre-university-level course of studies. It is internationally recognised by over 2,000 universities worldwide.
The DP has a reputation for rigorous assessment of student achievement. Each student’s performance and level of knowledge are examined internally by teachers according to set criteria. They are also assessed externally by independent examiners according to global standards applied to all IB schools.
Our students study all the subjects covered in a traditional, broad curriculum, including languages, social sciences, experimental sciences, mathematics and the arts. The DP also takes the curriculum a step further through three unique programmes:
- Theory of knowledge
- Creativity, activity, service
- Extended essay
Theory of knowledge
Theroy of knowledge (TOK) is an interdisciplinary requirement unique to the International Baccalaureate Diploma Programme. It encourages students to reflect on the knowledge they gain both inside and outside the classroom.
One hundred hours of classroom time are dedicated to the TOK programme. We challenge our students to question the nature of knowledge across disciplines, to recognise biases and to analyse evidence using rational thought and argument. By making our students consider and appreciate different perspectives, TOK contributes towards a pluralistic outlook.
Creativity, activity, service
Creativity, activity, service (CAS) is an important component of the IB curriculum and is required for every DP student at the Academy. Our students participate actively in a variety of creative endeavours, physical activities and community service projects. They develop self-confidence, teamwork and leadership skills, and a sense of civil responsibility.
Students take part in sustainable projects that have real and lasting effects on the greater Mombasa community. They develop strength of character and an understanding of their ability to bring about change.
The CAS programme is valued for its power to transform the lives not only of students but also the people they work with. It serves as a platform for interpersonal exchange, personal growth and greater understanding of the issues we face as a global community.
Extended essay
For the extended essay, we require students to pick a subject of their choice and research and develop this subject in a 4,000-word essay. Students may choose to investigate a subject from one of their higher-level courses more deeply. Or they can broaden their academic experience by researching a subject in a field they are not currently studying.
Through the extended essay, we introduce students to the kind of independent research and writing skills expected at the university level.
For further information on the IB Diploma Programme at the Academy, please see the admission requirements or contact us.
Clare McLaughlin: Encouraging growth at the Academy
Before we enter the 2019 – 2020 academic term, we would like to spotlight a few staff from AKA Mombasa who are going on to pursue new adventures in the upcoming academic year. Here, we take a look at Academy fellow Clare McLaughlin and her two years at the Academy.
Clare McLaughlin is from Warren, Vermont and was an Academy fellow at the Aga Khan Academy Mombasa. Clare was focused in the Service Learning programme
and involved in other programmes around the Academy.
During her time at the Academy, Clare said she is grateful for the various people she was able to work with.
“My time at AKA Mombasa has been an incredible opportunity to learn and grow,” Clare said. “Foremost I’ll miss the students who were immeasurably thoughtful, hilarious and motivating. Students were the center of everything I did and valued in my time at the Academy so I’ll miss them the most. I’ll also miss the friendships I’ve made with staff across the Academy - from the Administration block to the dorms - the Academy staff always kept me laughing and learning.”
Clare said she was able to recognise the value of pluralism at the Academy, which she believes will help her in her future.
“I feel fortunate that on each team I worked with, I heard different perspectives and had to challenge myself to see problems and solutions from every angle,” Clare said. “I value this immensely and will carry with me this standard of listening and collaboration.”
Throughout her fellowship, Clare said she enjoyed the opportunities she was given to work on various projects and programmes, while also improving the Service Learning programme for the years to come.
“The best part of the fellowship is its flexibility to try new things, work with an array of groups and interests in the Academy, and propose creative solutions to challenges,” Clare said. “I especially enjoyed serving as a mentor, working on the girls’ football programme, working on the Exchange Programme with the Academy in Hyderabad, and working to make Service Learning more community-centered, effective and sustainable.”
For her next adventure, Clare said she plans to go back to school for her Master’s degree.
“I am attending Stanford University to pursue a Master’s degree looking at education for sustainable development,” Clare said.
George Kamau Gachoya, an Environmental Systems and Societies teacher at the Academy who Clare worked with as a teacher’s assistant, said he admired Clare’s work ethic and the various new ideas she introduced to his class.
“Clare is a diligent and an outspoken person with whom I have had an opportunity to work with in the last two years as my protégé in the ESS class,” George said. “She is meticulous in planning; the resources she prepared for the lessons she helped deliver were always enriching and promoted deeper understanding of concepts. She introduced Freakonomics radio to the class and organised for class discussions initiated by students on hot environment topics of the week that they could pick from the media. She is friendly, but also very firm when dealing with students. Her keen eye could quickly pick students who were not using their lesson time productively.”
Creativity, Activity, Service: Teaching students meaningful life lessons through hands-on learning
